Lions are the top tourist attraction to Kenya and also considered critically endangered. One of the main causes of their death is that people kill them in return for lions attacking their cows. “We put our cows in a small cow shelter at night,” locals said, “and that’s when the trouble would start. Lions would jump in the shelter and kill the cows”.
There have been a lot of efforts to try to protect the lions, but it’s a crisis and everyone is looking for a solution. One idea was land leases(租用), another was lion-proof fences. However, no one even knew that Richard Turere, a 13-year-old Maasai from Kenya, had already come up with something that worked.
One night Richard was walking around with a flashlight and discovered the lions were scared of a moving light. An idea was born. Three weeks and much repairing later, Richard invented a system of lights that flash around the cow shelter, mimicking a human walking around with a flashlight. His system is made from broken flashlight parts and an indicator box from a motorcycle. “The only thing I bought was a solar panel(电池板), which charges a battery that supplies power to the lights at night.” Richard says. He calls the system Lion Lights.
His simple solution was so successful: his neighbors heard about it and wanted Lion Lights, too. He put in the lights for them. From there, the lights spread and are now being used all around Kenya. Someone in India is trying them out for tigers. In Zambia and Tanzania they’re being used as well.
1.Why do local people kill lions?
A. To attract tourists. B. To protect their cows.
C. To sell them for money. D. To scare away large animals.
2.What makes Richard’s idea successful?
A. That the lights will cost nothing.
B. That the system can protect lions.
C. That the lions are afraid of light.
D. That the cows are lawfully killed.
3.What may be the best title of the text?
A. Lion Lights B. Protecting Lions
C. Endangered Cows D. Lion-proof Fences
The Guggenheim Museum attempts to help educators connect students with art. It offers programs for educators, including free arts curricula, professional development courses and workshops, as well as professional meet and greets that pair artists with public school teachers throughout New York City.
● Visiting with your students
The museum offers a variety of ways for educators and their students to visit, from self-guided tours to a guided experience.
Guggenheim Museum Highlights | Perfect for first-time visitors, the Highlights Tour focuses on the museum’s innovative architecture, history, and permanent collection. |
Special Exhibition | This tour offers an opportunity to engage in a lively, in-depth exploration of one of our special exhibitions. Learn about the artistic processes and movements behind some of the most revolutionary artists of the modern and contemporary age. |
Custom Tour | Tour can be customized to accommodate a variety of interests, learning styles and subject matter. Our gallery educators can create a one-of-a-kind experience tailored to your group’s needs. |
Lecturer’s Badge | Conduct a group tour of up to 20 people. |
● Arts curriculum online
The Guggenheim produces free curriculum materials on exhibitions for educators to use both during school visits and in the classroom. While the material focuses on recent exhibitions, a comprehensive range of lessons cover many works and artists in the museum’s collection.
● Learning through Art
Learning Through Art sends experienced teaching artists into New York City public schools, where they work with classroom teachers to develop and facilitate art projects into the school curriculum.
● Education facilities
Housed in the Sackler Center for Arts Education, the Guggenheim’s education facilities include studio art and multimedia labs, a theater, an exhibition gallery, and a conference room.
1.Who are the museum’s programs intended for?
A. Students. B. Parents.
C. Educators. D. Artists.
2.Which tour can be designed based on your own interest?
A. Custom Tour.
B. Lecturer’s Badge.
C. Special Exhibition.
D. Guggenheim Museum Highlights.
3.How do teaching artists help to make art projects into the school curriculum?
A. By giving lessons online.
B. By working with teachers.
C. By providing free materials.
D. By designing projects alone.
4.What can we do in the Sackler Center?
A. Appreciate art works.
B. Dine with your friends.
C. Perform science experiments.
D. Collect your favorite exhibits.
(题文)假定你是南昌市外国语学校高三学生李华。你的美国朋友Jefferson在给你的邮件中提到他对中国新近出现的一种共享单车“mobike”很感兴趣,并请你做个简要介绍。请你给Jefferson回信,内容包括:
1. 这种单车的使用方法(如:APP查看车辆、扫码开锁等);2. 这种单车的优势;3. 你对这种单车的看法。
注意:1. 词数100左右;
2. 开头和结尾已给出,不计入总词数。
(提示词:智能手机 smartphone, 二维码 the QR code)
Dear Jefferson,
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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Sincerely,
Li Hua
短文改错
When I look at this picture of myself. I realize of how fast time flies. I had grown not only physically.and also mentally in the past few years. About one month after this photo was took, I entered my second year of high school and become a new member of the school music club. Around me in picture are the things they were very important in my life at that time,car magazines and musical instruments.I enjoyed studying difference kings of cars and planes,playing pop music,and collecting the late music albums.This picture often brings back to me many happy memories of your high school days.
语法填空
She looks like any other schoolgirl, fresh-faced and full of life. Sarah Thomas is looking forward to challenge of her new A-level course. But unlike her school friends, 16-year-old Sarah is not spending half-term 1. (rest). Instead, she is earning $6,500 a day as 2. model in New York.
Sarah 3.(tell) that she could be Britain's new supermodel, earning a million dollars in the new year. Her father Peter, 44, wants her to give up school to model full-time. But Sarah, 4.has taken part in shows along with top models, wants 5.(prove) that. She has brains as well as beauty. She is determined to carry on with her 6.(educate).
She has turned down several 7.(invitation) to star at shows in order to concentrate on her studies. After school she plans to take a year off to model full-time before going to university to get a degree 8. engineering or architecture.
Sarah says, “My dad thinks I should take the offer now. But at the moment, school 9.(come) first. I don't want to get too absorbed in modeling. It is 10.(certain) fun but the lifestyle is a little unreal. I don't want to have nothing else to fall back on when I can't model my more.”
How to Do Man-on-the-Street Interviews
The man-on-the-street interview is an interview in which a reporter hits the streets with a cameraman to interview people on the spot.1. But with these tips, your first man-on-the-street interview experience can be easy.
When your boss or professor sends you out to do man-on-the-street interviews for a story, think about the topic and develop a list of about ten general questions relating to it. For example, if your topic is about environmental problems in America, you might ask, “Why do you think environmental protection is important in America?” 2.
Hit the streets with confidence. 3. Say, “Excuse me, I work for XYZ News, and I was wondering if you could share your opinion about this topic.” This is a quick way to get people to warm up to you.
Move on to the next person if someone tells you she is not interested
Don’t get discouraged.
4. Each interview that you get on the street shouldn’t be longer than ten minutes. As soon as you get the answer you need, move on to the next person. Make sure that as you go from interview to interview, you are getting a variety of answers. If everyone is giving you the same answer, you won’t be able to use it. A safe number of interviews to conduct is about six to ten.
5.
If your news station or school requires interviewees to sign release forms to appear on the air, don’t leave work without them.
A. Limit your time.
B. As you approach people, be polite.
C. If you don’t own a camera, you can buy one.
D. For new reporters, this can seem like a challenging task.
E. To get good and useful results, ask them the same question.
F. That number of interviews should give you all the answers you need.
G. With a question like this, you will get more than a “Yes” or “No” reply.
